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Executive Summary School Accountability Report Card, 2011–12For Shasta County Special EducationAddress: 1644 Magnolia Ave., Redding, CA, 96001-1513Phone: (530) 225-0303Principal: Jodie VanOrnum, Director, Project SHARE & Special EducationGrade Span: K-12This executive summary of the School Accountability Report Card (SARC) is intended to provide parents and community members with a quick snapshot of information related to individual public schools. Most data presented in this report are reported for the 2011–12 school year. School finances and school completion data are reported for the 2010–11 school year. Contact information, facilities, curriculum and instructional materials, and select teacher data are reported for the 2012–13 school year. For additional information about the school, parents and community members should review the entire SARC or contact the school principal or the district office. About This School Shasta County Special Education Department provides regional services and programs. Students are served in a Regional Behavior Program, the Excel Academy and the Regional DHH K-8 program at Shasta Lake School. Students attending the DHH program are fully integrated in the comprehensive program with the support of interpreters and a DHH teacher. Students at the Regional Behavior Program receive mental health support.Student Enrollment Group Enrollment Number of students 43Black or African American 0.0%American Indian or Alaska Native 2.3%Asian 2.3%Filipino 2.3%Hispanic or Latino 11.6%Native Hawaiian or Pacific Islander 0.0%White 79.1%Two or More Races 2.3%Socioeconomically Disadvantaged 97.7%English Learners 0.0%Students with Disabilities 100.0%Teachers Indicator Teachers Teachers with full credential 5Teachers without full credential 1Teachers Teaching Outside Subject Area of Competence 0Misassignments of Teachers of English Learners 1Total Teacher Misassignments 1Student Performance Subject Students Proficient and Above on STAR* Program Results English-Language Arts 38%Mathematics 28%Science 0%History-Social Science 0%*Standardized Testing and Reporting Program assessments used for accountability purposes include the California Standards Tests, the California Modified Assessment, and the California Alternate Performance Assessment. Academic Progress* Indicator Result 2012 Growth API Score (from 2012 Growth API Report) 588Statewide Rank (from 2011 Base API Report) CMet All 2012 AYP Requirements noNumber of AYP Criteria Met Out of the Total Number of Criteria Possible Met 3 of 42012–13 Program Improvement Status (PI Year) *The Academic Performance Index is required under state law. Adequate Yearly Progress is required by federal law. School Facilities Summary of Most Recent Site Inspection The Shasta County Office of Education takes great efforts to ensure that all schools are clean, safe, and functional. To assist in this effort, the Shasta County Office of Education uses a facility survey instrument developed by the State of California Office of Public School Construction. The results of this survey showed the school in good condition, More details are listed later in this report, and are available at the county office, or on the internet at . Repairs Needed The overall condition of the campus was exemplary, the inspection revealed no needed repairs. Corrective Actions Taken or Planned No corrective actions were needed at this time.Curriculum and Instructional Materials Core Curriculum Area Pupils Who Lack Textbooks and Instructional Materials Reading/Language Arts 0Mathematics 0Science 0History-Social Science 0Foreign Language N/AHealth N/AVisual and Performing Arts N/ASchool Finances Level Expenditures Per Pupil (Unrestricted Sources Only) School Site $20,558District $11,962State $8,323School Completion Indicator Result Graduation Rate (if applicable) N/ASchool Accountability Report Card Reported Using Data from the 2011–12 School Year Published During 2012–13 Every school in California is required by state law to publish a School Accountability Report Card (SARC), by February 1 of each year. The SARC contains information about the condition and performance of each California public school. For more information about SARC requirements, see the California Department of Education (CDE) SARC Web page at . For additional information about the school, parents and community members should contact the school principal or the district office. I. Data and Access Ed-Data Partnership Web Site Ed-Data is a partnership of the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance information about California’s public kindergarten through grade twelve school districts and schools. DataQuest DataQuest is an online data tool located on the CDE DataQuest Web page at that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., state Academic Performance Index [API], federal Adequate Yearly Progress [AYP]), test data, enrollment, high school graduates, dropouts, course enrollments, staffing, and data regarding English learners. Internet Access Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions may include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents. II. About This School Contact Information (School Year 2012–13) School District School Name Shasta County Special EducationDistrict Name Shasta County Office of EducationStreet 3711 Oasis RdPhone Number (530) 225-0200City, State, Zip Redding, CA, 96003Web Site Phone Number (530) 225-0303Superintendent Tom ArmelinoPrincipal Jodie VanOrnum, Director, Project SHARE & Special EducationE-mail Address tarmelino@E-mail Address jvanornum@CDS Code 45104546069389School Description and Mission Statement (School Year 2011–12) The Excel Academy is the K-8 Regional Behavior Program. Support services include mental health, behaviorists, on-site psychologist and Behavior Intervention Case Managers. Class size maximum K-3 is 9 and 4-8 is 12. Students receive the necessary support to develop strategies and skills for transition to less restrictive district environments. The school has 4 classrooms, a multi-purpose cafeteria and a completely fenced outside area, providing for student safety. Our Mission is to provide special education students and families with educational and behavioral services; our vision is a nurturing environment which results in successful transitions throughout life.Opportunities for Parental Involvement (School Year 2011–12) Parents are provided many opportunities for participating in their student’s education. Parents are an integral component of the IEP process, are encouraged to visit classrooms and attend field trips. Our program communicates with parents on a daily basis via Daily Progress Reports. Quarterly award ceremonies and performances are held, along with an annual Thanksgiving Feast. Our program also holds traditional Back To School and Open House Nights. Student Enrollment by Grade Level (School Year 2011–12) Grade Level Number of Students Grade Level Number of Students Kindergarten 1Grade 8 7Grade 1 2Ungraded Elementary 0Grade 2 3Grade 9 0Grade 3 5Grade 10 0Grade 4 8Grade 11 0Grade 5 6Grade 12 0Grade 6 7Ungraded Secondary 0Grade 7 4Total Enrollment 43Student Enrollment by Student Group (School Year 2011-12)Group Percent of Total Enrollment Black or African American 0.0%American Indian or Alaska Native 2.3%Asian 2.3%Filipino 2.3%Hispanic or Latino 11.6%Native Hawaiian or Pacific Islander 0.0%White 79.1%Two or More Races 2.3%Socioeconomically Disadvantaged 97.7%English Learners 0.0%Students with Disabilities 100.0%Average Class Size and Class Size Distribution (Elementary) Grade Level Avg. Class Size 2009–10 Number of Classes* Avg. Class Size 2010–11 Number of Classes* Avg. Class Size 2011–12 Number of Classes* 1-20 21-32 33+ 1-20 21-32 33+ 1-20 21-32 33+ K 991911 2 3 4 9911215 6 9911217/8991121* Number of classes indicates how many classes fall into each size category (a range of total students per classroom). Average Class Size and Class Size Distribution (Secondary) Subject Avg. Class Size 2009–10 Number of Classes* Avg. Class Size 2010–11 Number of Classes* Avg. Class Size 2011–12 Number of Classes* 1-22 23-32 33+ 1-22 23-32 33+ 1-22 23-32 33+ English Single Subject Classes were not availableMathematics Science Social Science * Number of classes indicates how many classrooms fall into each size category (a range of total students per classroom). At the secondary school level, this information is reported by subject area rather than grade level. III. School Climate School Safety Plan (School Year 2011–12) Our school has a comprehensive safety plan that includes regular drill practice. Our safety supplies have been inventoried and are updated as necessary. Our site participates in the Safety Committee and acts accordingly based upon suggestions. Our campus is entirely fenced with safety gates. Our facility is inspected each month to assure that safety standards are met. Safety kits are available in every room. Suspensions and Expulsions Rate* School 2009–10 School 2010–11 School 2011–12 District 2009–10 District 2010–11 District 2011–12 Suspensions 8.528.9Expulsions 000000* The rate of suspensions and expulsions is calculated by dividing the total number of incidents by the total enrollment. IV. School Facilities School Facility Conditions and Planned Improvements (School Year 2012–13) The school buildings and grounds are cleaned daily and maintained in good condition. The Shasta County Office of Education uses the State of California Facility Inspection Tool to evaluate the school’s facility conditions. This table displays the results of the most recently completed inspection to determine the school facility’s good repair status. This inspection was conducted in August, 2012.School Facility Good Repair Status (School Year 2012–13) System Inspected Repair Status Repair Needed and Action Taken or Planned Exemplary Good Fair Poor Systems: Gas Leaks, Mechanical/HVAC, Sewer XInterior: Interior Surfaces XCleanliness: Overall Cleanliness, Pest/ Vermin Infestation XElectrical: Electrical XRestrooms/Fountains: Restrooms, Sinks/ Fountains XSafety: Fire Safety, Hazardous Materials XStructural: Structural Damage, Roofs XExternal: Playground/School Grounds, Windows/ Doors/Gates/Fences XOverall Rating XNote: Cells shaded in black do not require data. V. Teachers Teacher Credentials Teachers School 2009–10 School 2010–11 School 2011–12 District 2011–12 With Full Credential 165523Without Full Credential 1111Teaching Outside Subject Area of Competence (with full credential) 0000Teacher Misassignments and Vacant Teacher Positions Indicator 2010–11 2011–12 2012–13 Misassignments of Teachers of English Learners? 001Total Teacher Misassignments* 001Vacant Teacher Positions 000Note: “Misassignments” refers to the number of positions filled by teachers who lack legal authorization to teach that grade level, subject area, student group, etc. * Total Teacher Misassignments includes the number of Misassignments of Teachers of English Learners. Core Academic Classes Taught by Highly Qualified Teachers (School Year 2011–12) The Federal Elementary and Secondary Education Act (ESEA), also known as No Child Left Behind (NCLB), requires that core academic subjects be taught by Highly Qualified Teachers, defined as having at least a bachelor’s degree, an appropriate California teaching credential, and demonstrated core academic subject area competence. For more information, see the CDE Improving Teacher and Principal Quality Web page at: Location of Classes Percent of Classes In Core Academic Subjects Taught by Highly Qualified Teachers Percent of Classes In Core Academic Subjects Not Taught by Highly Qualified Teachers This School? 80%20%All Schools in District 95%5%High-Poverty Schools in District 95%5%Low-Poverty Schools in District 0%0%Note: High-poverty schools are defined as those schools with student eligibility of approximately 40 percent or more in the free and reduced price meals program. Low-poverty schools are those with student eligibility of approximately 25 percent or less in the free and reduced price meals program. VI. Support Staff Academic Counselors and Other Support Staff (School Year 2011–12) Title Number of FTE* Assigned to School Average Number of Students per Academic Counselor Academic Counselor 0n/aCounselor (Social/Behavioral or Career Development) 0Library Media Teacher (librarian) Contracted w/SCOELibrary Media Services Staff (paraprofessional) 0Psychologist 0Social Worker 0Nurse .70 FTESpeech/Language/Hearing Specialist 1.4 FTEResource Specialist (non-teaching) 0Other (administrative assistant)1.0 FTENote: Cells shaded in black do not require data. * One Full-Time Equivalent (FTE) equals one staff member working full-time; one FTE could also represent two staff members who each work 50 percent of full-time. VII. Curriculum and Instructional Materials Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2012–13) This section describes whether the textbooks and instructional materials used at the school are from the most recent adoption; whether there are sufficient textbooks and instruction materials for each student; and information about the school’s use of any supplemental curriculum or non-adopted textbooks or instructional materials. Year and month in which data were collected: May 2011Core Curriculum Area Textbooks and instructional materials/year of adoption From most recent adoption? Percent students lacking own assigned copy Reading/Language Arts CurrentY0%Mathematics CurrentY0%Science CurrentY0%History-Social Science CurrentY0%Foreign Language N/AN/AN/AHealth N/AN/A0%Visual and Performing Arts N/AN/AN/AVIII. School Finances Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2010–11) Level Total Expenditures Per Pupil Expenditures Per Pupil (Supplemental / Restricted) Expenditures Per Pupil (Basic / Unrestricted) Average Teacher Salary School Site $23,446$2,888$20,558$58,527District $11,962$60,578Percent Difference – School Site and District 47.10%-3.39%State $8,323$67,871Percent Difference – School Site and State 181.70%-13.77%Note: Cells shaded in black do not require data. Supplemental/Restricted expenditures come from money whose use is controlled by law or by a donor. Money that is designated for specific purposes by the district or governing board is not considered restricted. Basic/unrestricted expenditures are from money whose use, except for general guidelines, is not controlled by law or by a donor. For detailed information on school expenditures for all districts in California, see the CDE Current Expense of Education & Per-pupil Spending Web page at . For information on teacher salaries for all districts in California, see the CDE Certificated Salaries & Benefits Web page at . To look up expenditures and salaries for a specific school district, see the Ed-Data Web site at: . Types of Services Funded (Fiscal Year 2011–12) Teacher and Administrative Salaries (Fiscal Year 2010–11) Category District Amount State Average For Districts In Same Category Beginning Teacher Salary $40,417$40,582Mid-Range Teacher Salary $57,532$58,876Highest Teacher Salary $82,200$77,129Average Principal Salary (Elementary) $83,677$96,092Average Principal Salary (Middle) $83,677$100,642Average Principal Salary (High) $83,677$100,642Superintendent Salary $135,960$134,165Percent of Budget for Teacher Salaries 40.84%29.97%Percent of Budget for Administrative Salaries 6.88%5.64%Note: For detailed information on salaries, see the CDE Certificated Salaries & Benefits Web page at . IX. Student Performance Standardized Testing and Reporting Program The Standardized Testing and Reporting (STAR) Program consists of several key components, including: California Standards Tests (CSTs), which include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and nine through eleven. California Modified Assessment (CMA), an alternate assessment that is based on modified achievement standards in ELA for grades three through eleven; mathematics for grades three through seven, Algebra I, and Geometry; and science in grades five and eight, and Life Science in grade ten. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. California Alternate Performance Assessment (CAPA), includes ELA and mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The assessments under the STAR Program show how well students are doing in relation to the state content standards. On each of these assessments, student scores are reported as performance levels. For detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, see the CDE STAR Results Web site at . Standardized Testing and Reporting Results for All Students – Three-Year Comparison Subject Percent of Students Scoring at Proficient or Advanced (meeting or exceeding the state standards) School District State 2009–10 2010–11 2011–12 2009–10 2010–11 2011–12 2009–10 2010–11 2011–12 English-Language Arts 38%37%38%22%30%34%52%54%56%Mathematics 21%34%28%31%27%35%48%50%51%Science 0%0%0%22%22%33%54%57%60%History-Social Science 0%0%0%13%11%18%44%48%49%Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. Standardized Testing and Reporting Results by Student Group – Most Recent Year Group Percent of Students Scoring at Proficient or Advanced English- Language Arts Mathematics Science History- Social Science All Students in the LEA 34%35%33%18%All Students at the School 38%28%0%0%Male 33%26%0%0%Female 50%33%0%0%Black or African American American Indian or Alaska Native 0%0%0%0%Asian Filipino 0%0%0%0%Hispanic or Latino 0%0%0%0%Native Hawaiian or Pacific Islander White 38%27%0%0%Two or More Races 0%0%0%0%Socioeconomically Disadvantaged 35%28%0%0%English Learners Students with Disabilities 38%28%0%0%Students Receiving Migrant Education Services Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. California High School Exit Examination The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics to compute AYP designations required by the federal ESEA, also known as NCLB. For detailed information regarding CAHSEE results, see the CDE CAHSEE Web site at . California High School Exit Examination Results for All Grade Ten Students – Three-Year Comparison (if applicable) Subject Percent of Students Scoring at Proficient or Advanced School District State 2009–10 2010–11 2011–12 2009–10 2010–11 2011–12 2009–10 2010–11 2011–12 English-Language Arts 14%13%16%54%59%56%Mathematics 13%11%13%54%56%58%Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. California High School Exit Examination Grade Ten Results by Student Group – Most Recent Year (if applicable) Group English-Language Arts Mathematics Not Proficient Proficient Advanced Not Proficient Proficient Advanced All Students in the LEA 84%9%7%87%13%0%All Students at the School N/AN/AN/AN/AN/AN/AMale Female Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Students Receiving Migrant Ed. Services Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. California Physical Fitness Test Results (School Year 2011–12) The California Physical Fitness Test (PFT) is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting the fitness standards for the most recent testing period. For detailed information regarding this test, and comparisons of a school’s test results to the district and state, see the CDE PFT Web page at . Grade Level Percent of Students Meeting Fitness Standards Four of Six Standards Five of Six Standards Six of Six Standards 5 7 9 Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. X. Accountability Academic Performance Index The Academic Performance Index (API) is an annual measure of state academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. For detailed information about the API, see the CDE API Web page at . Academic Performance Index Ranks – Three-Year Comparison This table displays the school’s statewide and similar schools’ API ranks. The statewide API rank ranges from 1 to 10. A statewide rank of 1 means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of 10 means that the school has an API score in the highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of 1 means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of 10 means that the school’s academic performance is better than at least 90 of the 100 similar schools. API Rank 2009 2010 2011 Statewide CCCSimilar Schools CCCAcademic Performance Index Growth by Student Group – Three-Year Comparison Group Actual API Change 2009–10 Actual API Change 2010–11 Actual API Change 2011–12 All Students at the School 950-4Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or More Races Socioeconomically Disadvantaged English Learners Students with Disabilities Note: “N/D” means that no data were available to the CDE or LEA to report. “B” means the school did not have a valid API Base and there is no Growth or target information. “C” means the school had significant demographic changes and there is no Growth or target information. Academic Performance Index Growth by Student Group – 2012 Growth API Comparison This table displays, by student group, the number of students included in the API and the 2012 Growth API at the school, LEA, and state level. Group 2012 Growth API Number of Students School Number of Students LEA Number of Students State All Students at the School 35588735074,664,264788Black or African American 02313,201710American Indian or Alaska Native 1231,606742Asian 01404,670905Filipino 10124,824869Hispanic or Latino 2123992,425,230740Native Hawaiian or Pacific Islander 0026,563775White 31587525411,221,860853Two or More Races 0488,428849Socioeconomically Disadvantaged 29580564972,779,680737English Learners 001,530,297716Students with Disabilities 355888530,935607Adequate Yearly Progress The federal ESEA requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: Participation rate on the state’s standards-based assessments in ELA and mathematics Percent proficient on the state’s standards-based assessments in ELA and mathematics API as an additional indicator Graduation rate (for secondary schools) For detailed information about AYP, including participation rates and percent proficient results by student group, see the CDE AYP Web page at . Adequate Yearly Progress Overall and by Criteria (School Year 2011–12) AYP Criteria School District Made AYP Overall NoNoMet Participation Rate - English-Language Arts YesYesMet Participation Rate - Mathematics YesYesMet Percent Proficient - English-Language Arts YesNoMet Percent Proficient - Mathematics NoNoMet API Criteria N/AYesMet Graduation Rate N/AYesFederal Intervention Program (School Year 2012–13) Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. For detailed information about PI identification, see the CDE PI Status Determinations Web page: . Indicator School District Program Improvement Status In PIFirst Year of Program Improvement 2010-2011Year in Program Improvement Year 3Number of Schools Currently in Program Improvement 1Percent of Schools Currently in Program Improvement 16.7%Note: Cells shaded in black do not require data. XI. School Completion and Postsecondary Preparation Admission Requirements for California’s Public Universities University of California Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state’s high school graduates, as well as those transfer students who have successfully completed specified college course work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements, please visit the UC Admissions Information Web page at . (Outside source) California State University Eligibility for admission to the California State University (CSU) is determined by three factors: Specific high school courses Grades in specified courses and test scores Graduation from high school Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses have local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For admission, application, and fee information see the CSU Web page at . (Outside source) Dropout Rate and Graduation Rate Indicator School District State 2008–09 2009–10 2010–11 2008–09 2009–10 2010–11 2008–09 2009–10 2010–11 Dropout Rate0012.812.116.614.4Graduation Rate N/AN/A83.3884.3074.7276.26Note: Cells shaded in black do not require data. Completion of High School Graduation Requirements This table displays, by student group, the percent of students who began the 2011–12 school year in grade twelve and were a part of the school’s most recent graduating class, meeting all state and local graduation requirements for grade twelve completion, including having passed both the ELA and mathematics portions of the CAHSEE or received a local waiver or state exemption. Group Graduating Class of 2012 School District State All Students N/AN/D Black or African American N/AN/D American Indian or Alaska Native N/AN/D Asian N/AN/D Filipino N/AN/D Hispanic or Latino N/AN/D Native Hawaiian or Pacific Islander N/AN/D White N/AN/D Two or More Races N/AN/D Socioeconomically Disadvantaged N/AN/D English Learners N/AN/D Students with Disabilities N/AN/D Note: “N/D” means that no data were available to the CDE or LEA to report. XII. Instructional Planning and Scheduling Professional Development This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period. Our professional development plan consists of two annual days, as well as 2 start-up days. Our program is unique in that we include para-educators in our trainings. Staff also benefit from 10 minimum days a year. Minimum days are dedicated to the review of student academic and behavioral data, school goals and culture. The site leadership team reviews and informs the site administrator of training necessary to support academic and behavioral growth. A comprehensive site review has been conducted and the site’s focus is in the area of academic alignment/assessment and transition planning. Shasta County Special Education?School Accountability Report Card, 2011-2012Shasta County Office of Education?Provided by the Ed-Data Partnership??For more information visit ................
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